100% of the teachers chose a formal, graded assessment to chart
Two-thirds of the teachers provided data on two consecutive assessments to allow themselves and students the opportunity to compare and contrast the results of both assignments
One-third of the teachers completed one chart per class within the two week time period
Analysis of the results and through conversations with each teacher it was determined that consecutive graphing of data provided the students with more opportunity for reflection and comparison of progress
The activity effectively represented Standard IV of the Maryland Technology Standards for Teachers: assessment for administration and instruction.
The graphing of student achievement was effective in delivering immediate data for both the teachers and students.
Implementation
Microsoft Excel Spreadsheets were used by three teachers on the fifth grade teaching level
Purpose: record data of problems correct and incorrect on a formal or informal assessment
Data was modified into bar graphs
Bar graphs showed teachers and students a visual interpretation of the results of their performance
Activity allowed teachers to represent ability in Standard I of the Maryland Technology Standards for Teachers by accessing, evaluating, and processing technology information effectively.
Necessary in student achievement for students to have an understanding of their achievement
May plan and act accordingly if able to visualize achievement level of participation and study techniques
Graphing of student performance is helpful for teachers so that areas of need, in content or individuals, may be addressed promptly
Implementation
Graphs